Exploring assessment for Learning

‘We all want students who have high expectations of themselves as learners; students who feel confident about their capacity to learn, who set high goals for their learning, and who work for themselves to construct enjoyable, challenging learning pathways to their futures’ (Absolum, 2006) What do we want for our students?

  Assessment of learning involves processes for the summative assessment of student learning against the identified understanding goals of the activity or at a designated time within the learning sequence.

Assessment for learning at the beginning of a learning sequence informs teachers about the prior learning of their students and their readiness to engage in the learning process. In addition to this initial assessment, assessment for learning can also take place during the learning sequence. This formative assessment helps teachers to monitor student progress and to plan the necessary scaffolding for learning.

Assessment as learning also involves formative processes. It focuses on the student’s personal response to learning as he / she actively engages in critical assessment making connections with prior learnings, making sense of new knowledge, and mastering skills. Assessment as learning encourages self-motivation and self-regulation, and involves students in making value judgements about their learning. In this it is strongly linked with the affective domain of learning.

The word ‘assess’ Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment, one should sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)

How do you see assessment? Activity: Use the listed terms as a starting point to develop a representation ( mind-map, concept map) of how you see the relationship between summative and formative assessment. Assessment point/task After learning During learning Feedback Feed-forward Learning continuum Of learning For learning Looks back Looks forward Review/reflect Improve/enhance

What are Summative and Formative Assessment? If we think of our children as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyse measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth. The garden analogy

Formative and summative assessment An easy distinction between formative and summative assessment: Formative assessment is assessment for learning. Its focus is on future achievement. Summative assessment is assessment of learning. It assesses what has been learnt in the past. However, formative and summative assessment are interconnected. ‘Using the terms ‘formative’ and ‘summative’ assessment can give the impression that these are different kinds of assessment or are linked to different methods of gathering evidence. This is not the case; what matters is how the evidence is used.’ (Harlen, 2006)

What does the research say? 1.Providing effective feedback to students. 2.Students’ active involvement in their own learning. 3.Adjusting teaching to take account of the results of assessment. 4.Recognising the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. 5.Ensuring pupils assess themselves and understand how to improve. Black and Wiliam’s research (Inside the Black Box: Raising Standards through Classroom Assessment, 1998) indicates that improving learning through assessment depends on five deceptively simple factors:

In summary … The findings of Black & Wiliam indicate that the most significant learning gains occur when teachers and students work collaboratively to address learning needs. To maximise achievement, it is critical that assessment information is used with students so that they understand and have a sense of ownership of their learning.

Implications for classroom practice (not a comprehensive list)  Being confident that every student can improve.  Creating a learning environment which supports a partnership between teacher and students.  Using assessment to inform teaching and learning  Sharing assessment results with students and constructing clear and accessible learning goals with them  Clarifying or co-constructing learning outcomes and ensuring that students understand them  Involving students in self and peer assessment and giving them opportunities to reflect on their learning.  Providing feedback that helps students recognise their next steps and how to take them.

Strategies to use in the classroom. Assessment needs to be interwoven with learning experiences so that students are more likely to focus on their learning and develop an improved understanding of new concepts. a number of stop points throughout the learning process where students are directed to see their teacher for feedback Diarise/Journal their reflections on their learning – what resources they find useful Clear outline of expectations in the form of a criteria sheet A portfolio of work Wonderings You are here maps

Strategies to use in the classroom  3, 2, 1 pass (3 important ideas I want to remember, 2 things I would like to know more about, 1 Idea that I will write about tonight)  Checklists  POWW ( predictions, observations, wows and woes  Rapid reflection – reflecting in a short time frame e.g. My thoughts about…; What I know about myself as a learner…; What I would like people to notice about me/my work/my behaviour…  5 whys  2 stars and a wish

Not to limit assessment practices by calling on a narrow range of instruments, such as: multiple choice tests, short answer responses or written tasks only. These tests, in isolation, don’t necessarily give a true indication of the students’ long term retention of ideas and concepts or skill development.

Self-evaluation  Do you have confidence that every student in your class can improve?  How well do you:  Create a learning environment in your classroom?  Share achievement information with students and co-construct clear learning goals with them?  Use assessment information to feed back into teaching?  Clarify learning outcomes with students?  Involve students in self and peer assessment?  Provide timely focused feedback?  What evidence do you have for your self evaluation? Rate yourself from: 5 – I do this consistently well, to: 0 – I don’t do this at all

Assessment references Absolum, M., Flockton, L., Hattie, J., Hipkins, R., &Reid, I. (2009) Directions for Assessment in New Zealand. Absolum, M. (2006). Clarity in the Classroom. Auckland: Hodder Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5 (1), 7–74. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton. Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary and intermediate classroom (New Zealand ed.). Auckland: Hodder Moa Beckett. Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary school teacher? London: Routledge Falmer. Green, J. M. (1998, February). Constructing the way forward for all students. A speech delivered at “Innovations for Effective Schools” OECD/New Zealand joint follow-up conference, Christchurch, New Zealand.

Assessment references Harlen, W. (1998) Classroom assessment: A dimension of purposes and procedures. In K. Carr (Ed.), SAMEpapers (pp. 75–87). Hamilton, New Zealand: Centre for Science, Mathematics and Technology Educational Research, University of Waikato. Harlen, W. (2006) On the Relationship between Assessment for Formative and Summative Purposes. In J. Gardner (Ed), Assessment and Learning (p. 104). London: Sage Publications Ltd Hattie, J. (1999, August). Influences on student learning. Inaugural lecture: Professor of Education, University of Auckland. New Zealand Curriculum On-line: Popham, W.J. (2008). Transformative Assessment (p.7). Virginia, USA: ASCD Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–44. Wiliam, D (2008, August). When is assessment learning-oriented? A presentation delivered at 4th Biennial EARLI/Northumbria Assessment Conference, Potsdam, Germany